MGF Rubric 27 Effective And Relevant Service Provision For

mgf rubric 2.7: effective and relevant service provision for māori learners core concept: to what extent are support services accessible and

MGF Rubric 2.7:
Effective and relevant service provision for Māori learners
Core Concept: To what extent are support services accessible and
highly responsive and tailored to the individual circumstances, needs
and context of Māori learners, parents, families and whānau?
[This rubric incorporates the concept of ako - ‘productive
partnerships’ where Māori learners, parents, families, whānau, hapū,
iwi, educators and service providers work together to produce better
outcomes.]
Rating
Description
Highly Effective
Virtually all1 of the following, with only a few very minor weaknesses:
*
Parents’, families’ and whānau and service provider preferences
equally determine engagement and processes for working together
(e.g. method or time of day) and these are mutually agreed and
acted upon
*
Parents, families and whānau strongly feel that their views,
knowledge and preferred ways of working are sought, valued,
acknowledged and taken into account – and acted upon
*
Services are highly responsive, timely and tailored to the needs
and aspirations of Māori learners, parents, families, whānau, hapū
and iwi, and value and affirm identity, language and culture of
Māori learners
*
Service personnel are highly skilled at and knowledgeable about
working with Māori and within Māori contexts and settings
*
Māori learners have access to high quality, culturally relevant
programmes and services
*
A highly co-ordinated approach to services is evident, with Māori
learners and their parents, families and whānau experiencing a
seamless approach to their needs being met
*
Māori learners and their parents, families and whānau clearly
understand the pathways along the service provision continuum and
experience continuity of service at transition points, such as
Māori learners changing location or education provider
*
Service personnel provide timely reassurance and encouragement
particularly when things are uncertain or not going well and,
subsequent to any support or service, follow up with parents,
families and whānau about their experiences
*
Service providers have sufficient skilled staff who are Māori so
that Māori learners and their parents, families and whānau have a
choice who they engage with
*
Service providers are highly knowledgeable about and skilled at
tapping into appropriate, affordable and accessible (local,
regional, national) resources and support, both the informal and
formal, including across the universal and targeted sector, to
bridge the service connection interface
*
Māori learners and their parents, families and whānau feel they
can almost always get the help they need and are an integral part
of the ‘solution’ in that they know who to contact, clearly
understand who is doing what and the steps involved, and what the
expectations are of everyone involved
*
Goals and outcomes for the Māori learner are clear and appropriate
(incl age) and developed through a process that involves the Māori
learner and their parents, families and whānau, and acknowledges
and values their contribution
Consolidating Effectiveness
Virtually all of the following, with only a few very minor weaknesses:
*
Parents’, families’ and whānau preferences strongly influence
engagement and processes for working with the service (e.g.
method, time of day) and these are mutually agreed, and largely
acted upon.
*
Parents families, and whānau feel that their views, knowledge and
preferred ways of working are sought, valued, and acknowledged,
and generally taken into account and acted upon
*
Services are generally responsive, timely, and tailored to the
needs and aspirations of Māori learners, parents, families,
whānau, hapū and iwi, and value and affirm Māori learners’
identity, language and culture
*
Service personnel are skilled at and knowledgeable about working
with Māori and within Māori contexts and settings
*
Māori learners have access to good quality culturally relevant
programmes and services
*
Services provided are largely co-ordinated, with Māori learners
and their parents, families and whānau generally experiencing a
seamless approach to their needs being met
*
Māori learners and their parents, families and whānau largely
understand the pathways along the service provision continuum and
generally experience continuity of service at transition points
such as Māori learners changing location or education provider
*
Service personnel generally provide reassurance and encouragement
particularly when things are uncertain or not going well and,
subsequent to any support or service, follow up with parents,
families and whānau about their experiences
*
Service providers are knowledgeable about and skilled at tapping
into appropriate, affordable and accessible (local, regional,
national) resources and support, both the informal and formal,
including across the universal and targeted sector, to bridge the
service connection interface
*
Māori learners and their parents, families and whānau feel they
can generally get the help they need and are an integral part of
the ‘solution’ in that they know who to contact, understand who is
doing what and the steps involved, and what the expectations are
of everyone involved
*
Goals and outcomes for Māori learners are generally clear and
appropriate (incl age) and largely developed through a process
that involves the Māori learner and their parents, families and
whānau, and acknowledges and values their contribution
Developing Effectiveness
Virtually all of the following, with only a few very minor weaknesses:
*
Parents, families and whānau are consulted about their preferred
engagement and processes for working with the service (e.g.
method, time of day) and these are commonly acted upon
*
Parents, families and whānau feel that their views, knowledge and
preferred ways of working are sought, valued, and acknowledged,
and sometimes taken into account and acted upon
*
Services are generally responsive, timely, and tailored to the
needs and aspirations of Māori learners, parents, families,
whānau, hapū and iwi, and at times value and affirm the identity,
language and culture of Māori learners.
*
Service personnel are developing or have some skills and knowledge
in working with Māori and within Māori contexts and settings
*
Māori learners have on occasion, access to good quality,
culturally relevant programmes and services
*
Services provided are generally co-ordinated, with Māori learners
and their parents, families and whānau often experiencing a
seamless approach to their needs being met
*
Māori learners and their parents, families and whānau have some
understanding of the pathways along the service provision
continuum but may not always experience continuity of service at
transition points such as Māori learners changing location or
education provider
*
Service personnel provide some reassurance and encouragement
particularly when things are uncertain or not going well and, will
often follow up with parents, families and whānau about their
experiences with the service
*
Service providers have some knowledge about and some skills at
tapping into resources and support, including across the universal
and targeted sector
*
Māori learners and their parents, families and whānau feel they
can generally get the help they need and are an integral part of
the ‘solution’ in that they know who to contact, understand who is
doing what and the steps involved, and what the expectations are
of everyone involved
*
Goals and outcomes for the Māori learner are generally clear and
sometimes developed through a process that involves the Māori
learner and their parents, families and whānau, and acknowledges
and values their contribution.
Minimally Effective
The vast majority of the following are evident:
*
Despite asking parents, families and whānau about the best process
for supporting them, service providers largely determine what
happens
*
Support is beginning to be informed by advice from parents,
families, whānau and/or hapū and iwi, and is beginning to reflect
their cultural context
*
Educators and service providers show some understanding of Māori
culture and the concept of whānau, and how this might influence
the nature of the service
*
Co-ordination of services and consideration of pathways or
transitions is sometimes haphazard or sporadic
*
Māori learners and their parents, families and whānau sometimes
understand the pathways along the service provision continuum and
at times experience continuity of service at transition points
such as Māori learner changing location or education provider
*
Service personnel provide minimal reassurance and encouragement
when things are uncertain or not going well
*
Service providers have some knowledge about but do not always know
how to tap into resources and support
*
Goals and outcomes for Māori learners are either often not shared
or clear and any monitoring of these is only sometimes shared with
parents, families or whānau
*
Māori learners and their parents, families and whānau are not
particularly confident that they can get the help they need and do
not always know who to contact or understand who is doing what,
the or the steps involved
*
Māori learners and their parents, families and whānau report that
they become frustrated as they often do not know who to contact,
that it is difficult to make contact with the person they spoke to
previously, or get put onto another person (so that they need to
retell their ‘story’)
*
Services provided depend more on what is available rather than
being the most appropriate
*
In determining the services the financial circumstances of the
parents, families or whānau are not taken account of and the
services often entail hidden costs (childcare, toll calls, and
transport expenses) that the parents, families or whānau are not
made aware of
Ineffective
Any one or more of the following:
*
Service providers determine the processes for engagement and what
support is needed and parents, families and whānau are not
consulted about their preferences
*
Parents, families or whānau report being talked “at” or down to or
made to feel unwelcome or that their perspectives or knowledge are
sidelined
*
It is assumed that parents, families or whānau non-attendance at
meetings or engagements reflects a lack of interest in their
child’s education or wellbeing
*
Information or engagement by the service is inadequate in quality
and/or frequency to allow meaningful involvement of parents,
families or whānau
*
Service providers very much act in isolation from each other and
little or no consideration is given to a coordinated provision of
service or to pathways or transitions
*
Māori learners, parents, families and whānau report that they do
not understand what is going on or what is going to happen or when
and often would not know where to start to find out
*
Providers only get in touch with parents, families or whānau when
they feel it is really needed and prefer not to be contacted
unless it is necessary
*
Goals and outcomes for the Māori learner are sometimes shared but
not always discussed with parents, families or whānau
*
Parents, families or whānau generally feel that their views,
knowledge and preferred ways of working are not valued or
acknowledged
Detrimental
Any one or more of the following:
*
Parents, families or whānau report being made to feel stupid, or
that their perspectives or knowledge are maligned and blatantly
disrespected.
*
Service providers withhold information in ways that prevent
meaningful involvement of parents, families or whānau
*
Educators do not identify or address problems and allow them to
escalate before taking any action
*
Because service providers are acting in isolation from each other
Māori learners miss out on services
*
Services entail hidden costs (childcare, toll calls, and transport
expenses) that parents, families or whānau are not able to meet
resulting in the Māori learner missing out on the service
1 Virtually all = close to 100%, with only small numbers of reasonable
exceptions, as noted
The vast majority = usually about three quarters or more
A clear majority = significantly more than half
Most = more than half
At least some = a significant number, not just a handful, but likely
to be fewer than half
Note: The rubrics will be reviewed from time to time and may be
updated. Please note the date of the rubric below.
Ka Hikitia Measurable Gains Framework Rubrics 14/09/11 p. 5